PASSE-PARTOUT

SUPPORT FOR PARENTING SKILLS

ORGANIZATIONAL FRAMEWORK

FOR SCHOOL ADMINISTRATORS

AND EDUCATORS

Direction générale de la formation des jeunesMinistère de l'Éducation du Québec

MEMBERS OF THE ADVISORY COMMITTEE

Louise DeschampsCommission scolaire de Sorel-Tracy

Chantal HamelCommission scolaire du Val-des-Cerfs

Lise HarelCommission scolaire des Patriotes

Numa LandryCommission scolaire de la Beauce-Etchemin

Louise PicardCommission scolaire Pierre-Neveu

France PoulinCommission scolaire de la Rivière-du-Nord

Diane-Marie RacicotCommission scolaire Marie-Victorin

TEXT

Carmelle Castonguay Information Consultant

SUPERVISION

Céline MichaudDirection générale de la formation des jeunesMinistère de l'Éducation

© GOUVERNEMENT DU QUÉBEC

MINISTÈRE DE L'ÉDUCATION, 2003-03-00216 ISBN 2-550-40953-1DÉPÔT LÉGAL - BIBLIOTHÈQUE NATIONALE DU QUÉBEC, 2003

ENGLISH VERSION

Direction de la production en langue anglaiseServices à la communauté anglophoneMinistère de l'Éducation

Christiane Bourdage-SimpsonInformation Consultant

FOREWORD

In the Ministerial Plan of Action for theReform of the Education System, the Ministère de l'É-ducation du Québec (MEQ) stated it would maintain its sup-port for the Passe-Partout program.1 It thereby acknowledgedthe importance of parents as responsible partners in fosteringtheir children's educational success. At the same time, itasked schools to provide support for parenting skills and toprepare children for entry into kindergarten.

As a result, it became important to rethink the program'sorganizational framework and clarify the rules that apply tothe program's implementation and that ensure its effective-ness in the school boards that use it.

This document provides school administrators and educatorswith an operational framework that, while defining strictrules, gives project leaders the organizational latitude theyrequire for meeting the specific needs of their respective com-munities. The framework presents the MEQ's requirementsand suggests potential adaptations for making Passe-Partoutas effective as possible, thereby combining rigour and flexi-bility.

1. GOUVERNEMENT DU QUÉBEC. A New Direction for Success. Ministerial Plan of Action for the Reform of the Education

System (Québec: Ministère de l'Éducation, 1997), 6.

TABLE OF CONTENTS

INTRODUCTION

PART ONE

1. ORIENTATIONS OF THE MEQ

1.1 Observations 1.2 Courses of Action 1.3 Definition of the Program and Target Population 1.4 Goals1.5 Parenting Skills and Children's Competencies

PART TWO

2. ORGANIZATIONAL RULES

2.1 Meetings2.1.1 Types 2.1.2 Factors to Be Considered

2.2 Themes2.3 Overall Assessment

PART THREE

3. PROFILE OF PASSE-PARTOUT EDUCATORS

3.1 Portrait 3.1.1 Knowledge 3.1.2 Skills and Attitudes

3.2 Tasks 3.3 Qualification 3.4 Support for Initial Training and Professional Development

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1010111112

1616161717

202020212222

PART FOUR

4. PROGRAM IMPLEMENTATION

4.1 Recruitment 4.2 Schedule4.3 The First Meeting 4.4 Principles and Techniques of Group Facilitation

4.4.1 Theoretical Principles 4.4.2 Group Facilitation Techniques 4.4.3 Motivational Tools

CONCLUSION

BIBLIOGRAPHY

24242526262627

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INTRODUCTION

Contemporary society is undergoing major changes, and thereform of the education system is part of this change. Today, parents havehigher expectations of the education system than ever before, becauseschools are the best guarantee for the future. If children are to feel at easewhen they enter school, integrate well, develop freely and emerge as win-ners, it is important to clarify and strengthen ties between schools andfamilies.

As a child's primary educators, parents are essential allies in contributingto the success of the school's educational mission. Parents are the linkthroughout the key stages of their child's learning progress. They providesupport for all learning, past, present and future, school-related or not, andthey give the child the emotional support needed. The school must there-fore show openness to families and work with them to build a relationshipof trust to ensure the best possible collaboration between home andschool, now and in the future.2

Studies conducted in the 1970s pointed to the difficulties with social adap-tation and academic failure experienced by children from disadvantagedcommunities. In 1978, the Passe-Partout service was implemented to offerequal opportunities for success to all children.

For more than twenty years, thousands of mothers and fathers have be-nefited from this service and have been supported in their role as educa-tor-parents.

Today, this program continues to be a valid measure, but the orientationsof the education reform call for certain adaptations, as the Passe-Partoutprogram must comply with the reform's objectives.

For this reason, the program's organization must be reviewed. Schooladministrators and educators will thus be better able to meet the MEQ'srequirements and ensure that this program produces results.

Part One of this document describes the context of the implementationand the maintenance of the Passe-Partout program within the scope ofthe MEQ's new orientations. Part Two presents the basic operational rulesthat will enable the program to be used with the flexibility required toadapt it to different communities. Part Three defines the educator's profile.Lastly, Part Four proposes the rules and recommendations that will facili-tate the program's implementation.

Schools are the best guarantee for thefuture, and parents' expectations arehigh. It is therefore important to redefinethe ties between schools and families inorder to provide children with everychance of coming out on top.

In the Québec Education Program, theMEQ reaffirms that an alliance betweenfamilies and schools is essential toensure the success of the school's edu-cational mission.

The Passe-Partout service was imple-mented in the 1970s to foster education-al success among children in disadvan-taged communities.

Today, this service continues to supportparents in their role as educators.

The program must be adapted to theMEQ's new orientations.

1.GOUVERNEMENT DU QUÉBEC, Québec Education Program. Preschool Education, Elementary Education.

Approved Version (Québec: Ministère de l'Éducation, 2001), Chapter 4.

6

This document contains four parts,which cover:

the context requiring clarification oforganizationthe definition of organizational rulesthe educator's profilethe program's implementation

Nevertheless, at the core of these organizational concerns, we mustremember that when strengthening the ties between schools and fami-lies, the main beneficiary of this program is the child. Four-year-olds mustbe given every opportunity to succeed at school, regardless of their socialbackground. Passe-Partout's mission is twofold: to guide parents as theyactively participate in the success of their children and to help children inte-grate harmoniously into the school environment.

In the course of reorganization, we mustnot lose sight of Passe-Partout's twofoldmission:

guide parents in supporting their chil-dren's success

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help children integrate harmoniouslyinto school

PART ONE

ORIENTATIONS OF THE MEQ

1 ORIENTATIONS OF THE MEQ

1.1 Observations

The Passe-Partout program has proven its worth. A study conducted in1993 established that 73% of children whose parents took part in the pro-gram in 1979 obtained a Secondary School Diploma. This percentage ishigher than that obtained for all other groups analyzed, including the con-trol group comprised of children from very advantaged communities.3

Nevertheless, Passe-Partout does not always receive the recognition it isdue and is even being eliminated in certain regions. It has also beenobserved that a growing number of services with objectives similar to thoseof Passe-Partout have been implemented in communities demonstratingthe need. Out of concern for the success of the greatest number of studentspossible, the MEQ feels that there is still a need for the Passe-Partout pro-gram and is renewing the program delivery.

1.2 Courses of Action

Revision of the Passe-Partout program delivery requires the govern-ment to take tangible action. The MEQ therefore plans to:

It has been observed that the Passe-Partout program has proven its worth.The results are convincing.

The MEQ is renewing the Passe-Partoutprogram to ensure an adequateresponse to the needs of early child-hood education.

review the basic principles for this model of intervention and clarify therules of organization that will maintain the flexibility required to ensureeffective adaptation to the community

adapt learning content to the pedagogical approaches advocated in theQuébec Education Program

join with its social partners "to ensure greater convergence betweenactions and complementarity of services for youth" 4

ensure that the Passe-Partout program complies with the criteria for anearly intervention program and make provision for its evaluation

ensure adequate funding

The MEQ plans to:

clarify the intervention formula withina flexible framework

adapt learning content

join with its social partners

evaluate the program

ensure adequate funding

3.G. LEGAULT. Services éducatifs donnés aux enfants de quatre ans de milieux économiquement faibles.

Effet sur la diplomation, (Québec: Ministère de l'Éducation, 1993).

4.GOUVERNEMENT DU QUÉBEC. Agissons en complices. Pour une stratégie de soutien du développement des enfants et des jeunes (Québec: Ministère de la Santé et des Services sociaux, 1998), 15 (translation).

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1.3 Definition of the Program and Target Population

Passe-Partout is a governmental family intervention program, created tofoster educational success among children in socioeconomically disad-vantaged communities. This program is intended for families in thesecommunities who have a child who will be 4 years of age by September30 of the current year. The program allows another person, or the mostmeaningful person to a child, to take the parent's place.

The groups are heterogeneous in nature, since the program is offered toall families in the school community or the targeted community. There aremany similarities among the groups, but also diversity in terms ofincome, values and family situations, which contributes to enriching dis-cussions. Individuals and families are not labelled, and the creation ofdemeaning ghettos is avoided. Passe-Partout thereby adheres to the prin-ciples of equality and respect.

The program may also be offered in other, more advantaged communi-ties where needs in this respect have been recognized or articulated.

1.4 Goals

Passe-Partout is designed to provide targeted parents with the tools theyneed to help their child adopt attitudes and practices that will enable thechild to develop, grow and succeed at school.

In this respect, Passe-Partout aims to:

This program is intended primarily forfamilies in disadvantaged communities.

The community is considered to be di-sadvantaged, not the families or indivi-duals.

Passe-Partout may also be offered inother communities.

As far as parents are concerned, Passe-Partout targets the following goals:

enable the parent, as mother or father, to acknowledge that they are theprimary person responsible for their child's education

support parents in establishing a meaningful relationship with theirchild

assist parents in creating and providing support and guidance for theirchild

enable parents to foster their child's psychomotor, affective, social, lan-guage and cognitive development

lead parents to assume their responsi-bility

develop a good relationship betweenparents and their child

provide adequate support and gui-dance for the child

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foster the overall development of thechild

support parents in conveying to their child positive values with respectto school

convey positive values with respect toschool

As well, Passe-Partout aims to intervene with children in the followingmanner:

prepare them to be better academic learners

enable them to become better acquainted with each other so that theyfeel more confident when they enter kindergarten

facilitate their adaptation to school the following year, by familiarizingthem with the school premises

screen them for certain problems that can be resolved before theschool year begins, such as visual, auditory or language problems. Theprogram is therefore part of a preventive approach.

As far as children are concerned, Passe-Partout targets the following goals:

preparation for school learning

sociorelational development

their adaptation to the school environ-ment

early screening

1.5 Parenting Skills andChildren's Competencies

Passe-Partout should enable parents to develop the following skills:

demonstrate one's love to one's child: accept the child with his/her pre-ferences, strengths and weaknesses, perceive and meet his/her needs,listen to him/her and express one's love through words and actions

communicate with one's child: listen to him/her, express oneself clear-ly using respectful language and show patience

assert oneself with one's child by acting firmly, showing warmth; beconsistent and steadfast; show personal discipline and a sense oforganization and be capable of controlling one's emotions

guide one's child in his/her development, in particular by being present,by teaching the child to assert hiself/herself, to control his/her emotionsand to love himself/herself

question oneself in one's parental role, by recognizing one's limits andneeds, by reflecting on one's way of taking action. The parent must alsoacknowledge and assume his/her parental responsibilities and showan open mind.

The skills expected of parents are:

demonstrate one's love to one's child

communicate with one's child

assert oneself with one's child

guide one's child in his/her develop-ment

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question oneself in one's parental role

For children, Passe-Partout should initiate the development of competen-cies required by the learning specific to preschool education,5 namely:

Children need to develop the followingcompetencies:

develop children's senses and gross and fine motor skills throughactive play and physical exercise

ensure that children learn to see themselves as unique individuals withtheir own preferences, interests and needs, lead them to acquire self-confidence, become more receptive to relating to others, develop theirdesire to learn and take part in learning activities

lead them to accommodate their needs with those of others, to identifywith their cultural environment, to take interest in others and becomeopen to new things, in order to discover the satisfactions and constraintsof community life and develop social skills

lead them to discover the pleasure of developing language, of playingwith words, of reading and creating stories and communicating withothers

develop children's curiosity, the desire to learn, discover, observe,experiment, anticipate, share their knowledge with others, develop theattitudes and skills that will lay the groundwork for future learning

lead children to acquire work methods and means of completing acti-vities

perform sensorimotor actions effec-tively in different contexts

affirm their personalities

interact harmoniously with others

communicate using the resources oflanguage

construct their understanding of theworld

complete an activity or a project

5.Québec Education Program, p. 54-65.

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PART TWO

ORGANIZATIONAL RULES

2 ORGANIZATIONAL RULES

2.1 Meetings

2.1.1 Types

First of all, meetings are held with parents to discuss specific themes.Separate meetings for mothers or for fathers may also be organized. Inaddition, meetings including a segment with children can be planned.

Bear in mind, however, that Passe-Partout is a family intervention pro-gram and that it targets parents and children. For this reason, meetingsbetween parents and children are also recommended. On occasion, themeeting could involve only one parent and his/her child.

Meetings for children without their parents must also be incorporated intoannual planning. However, parents could be invited to participate in thesemeetings as assistants or co-educators.

2.1.2 Factors to Be Considered

The organization of activities must take into account four factors thatdetermine the quality and effectiveness of the meetings.

A minimum of 8 meetings with parents and a minimum of 16 meetingswith children ensure the frequency and continuity required for the pro-gram to bring about a change in attitudes, habits and practices.

The meetings must take place in the school, in appropriate premises. Alarge, bright room should be used for parents' meetings. It should con-tain enough chairs and one or more large tables so that everyone feelscomfortable. A kindergarten or similar classroom should be used with thechildren because the goal is to familiarize them with the classroom. Itmust contain adapted furnishings, be large, bright, clean, welcoming andsafe. Facilities (sink, toilets, lockers, etc.) should be easily accessible.

Daytime or evening meetings can be scheduled, depending on the par-ticipants' availability. Some of the children's meetings should be sche-duled during school hours so that they gain a realistic view of the school.

Each meeting should last for at least two hours, which represents the timerequired to set up and carry out meaningful activities.

The different types of meetings: meetings for parents

meetings for parents and children

meetings for children

Factors to be considered in the organiza-tion of meetings:

number

setting

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time

duration

2.2 Themes

The themes are chosen according to the needs of parents and children.The meetings are part of a sociopedagogical approach designed to helpparents become acquainted with and better understand the develop-mental aspects of a 4-year-old so they can better meet their children'sneeds. Moreover, through the use of these themes, the children developcompetencies that will help them with their academic learning. Otherthemes may be used, depending on the needs of the community.

The Passe-Partout program primarily covers the following themes:

The themes are common to parents andchildren.

the child's overall development

parent-child communication

discipline, and support and guidance

the changes involved in the education reform

the transition to kindergarten 17

2.3 Overall Assessment

An overall assessment must be conducted to evaluate the effectivenessof the organization in place, to evaluate the effects of the intervention onparents and children and to make any necessary adjustments.

Various forms of assessment may be used, such as statistical compila-tions, unofficial evaluations (comments, questions, discussions, reflec-tions, etc.), or written reports addressed to school board officials.

Different aspects must be assessed:

Overall organizational assessment

This assessment may take various forms.

the frequency of meetings

the participation rate

the effectiveness and coherence of the activities

the satisfaction level of parents and children

the relevance of the themes covered

the effectiveness of the methodology and the quality of group facilita-tion, etc.

The observation and assessment of children requires special attentionbecause this type of information is addressed to parents and school princi-pals. The Québec Education Program must be referred to when designingthe observational tools since it provides guidelines.6 This does not involve areport card as defined in the Basic school regulation. The informationrecorded must serve as a guide and a memory aid. Within the program'spreventive approach, this information will make it possible to refer parentsto community resources and if need be, to implement the services requiredat the outset of kindergarten. It is important to protect 4-year-old childrenfrom early marginalization.

The observation and assessment of chil-dren requires special attention.

6. Québec Education Program, p. 52.

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PART THREE

PROFILE OF PASSE-PARTOUT EDUCATORS

3 PROFILE OF PASSE-PARTOUT EDUCATORS

3.1 Portrait

Since the needs are diverse, the work of Passe-Partout educators may si-gnificantly vary among school boards. Furthermore, in order to attain thegoals of the Passe-Partout program, educators working with parentsmust possess a broad range of knowledge, skills and attitudes.

3.1.1 Knowledge

The educator must:

be familiar with human psychology, child and adult development andparent-child relationships

be familiar with the environment and the community of the familiesencountered

know the school system, its structures and values

be familiar with all the community resources likely to broaden thescope of the intervention and know how to put them to use

know the various techniques for group facilitation, training, group ma-nagement and helping relations

be familiar with the Preschool Education program

Educators must possess a broad rangeof knowledge, skills and attitudes to suc-cessfully complete their work.

The Passe-Partout educator must pos-sess knowledge of:

psychology

the target populations

the school system

community resources

group facilitation and helping relationtechniques

the program

3.1.2 Skills and Attitudes

Passe-Partout educators must be able to:

work in a team

take "culture shock" into consideration

maintain positive attitudes toward parents

design, plan and offer content and activities appropriate to the targetedgoals

encourage, gain the trust of and value the participants by focusing onthe skills they have already acquired

spark discussion, foster solidarity among participants and allow a greatdeal of room for experience-sharing

encourage reflection and personal and group questioning

Passe-Partout educators must possessskills and attitudes related to:

teamwork

cultural diversity

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positive attitudes

making appropriate activity choices

the development of relationships oftrust

the development of interpersonalrelations

the development of awareness

foster independent learning and self-development

facilitate communication and collaboration between parents and chil-dren by showing and fostering receptiveness, listening, respect andopenness

the development of autonomy

the development of respect and open-ness

3.2 Tasks

The tasks of Passe-Partout educators encompass professional activitiesdefined as follows: research and development, information and training,group facilitation and management, consultation and guidance, supportand supervision, organization and promotion, and collaboration. Usually,educators report to the school board's educational services.

The educators must be hired on an ongoing and stable basis to be effec-tive. This promotes the attainment of program goals and the preservationof program values.

To guarantee the quality of the full-time educator's work, the number ofgroups to be met must be taken into consideration. In the course of aschool year, an educator who is seconded for meetings with children willwork with approximately 130 families. However, if an educator is alone inleading meetings for parents and for children, he or she will be workingwith about 80 families.

To ensure group dynamics and allow everyone to express themselves,the parents' groups and the childrens' groups must be composed of atleast 9 families, but no more than 17.

It is important that the weekly schedule for educators allow for the timerequired to plan, organize, prepare and evaluate activities. In some cases,allowance for travel time between groups must be made when planningtasks.

The tasks of educators encompass se-veral areas of activity.

Educators must be hired on an ongoing,stable basis.

The workload of educators is defined bythe number of families or groups to bemet.

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There is a minimum and maximumnumber of families per group.

Other aspects of the workload to be con-sidered are the schedule, planning,organization, meeting preparation, acti-vity evaluation and travel time.

3.3 Qualification

Passe-Partout supports parenting skills, and is intended for children andparents. It therefore requires that program educators have higher educa-tion in fields that include helping strategies for children and adults. Theseprofessionals who work with families, must hold a bachelor's degree orthe equivalent in one of the following areas: group facilitation, psycholo-gy, education, social work, or a related field deemed relevant by the schoolboard.

3.4 Support for Initial Trainingand Professional Development

Given the expansion of the program delivery to early childhood educa-tion and the importance of ensuring the coherence and the continuity ofinitiatives in this area, staff require not only initial training, but also on-going professional development activities. The MEQ, in collaborationwith different agencies, will ensure that staff is offered support in thisarea.7

To counter feelings of isolation and uncertainty, there are tangible oppor-tunities for enrichment and dialogue. To this end, the annual Passe-Partout symposium provides an opportunity to meet, share experience,reflect on practice and obtain customized professional development.People from a variety of professional fields (kindergarten teachers, child-care educators, school administrative staff, CLSC and community staff)also attend this symposium.

Moreover, the Passe-Partout work group (Groupe de travail Passe-Partout) is a committee mandated to assess and support the program, aswell as verify its impact on participating parents and children.

To enhance the program's operation, groups of facilitators from variousschool boards have created and experimented with work tools and arange of diverse activities. School boards may obtain documentation onthese tools and activities.

Passe-Partout educators must hold abachelor's degree or equivalent qualifi-cation in a field related to their responsi-bilities.

The MEQ will ensure that those respon-sible for group facilitation are offeredsupport.

Opportunities to meet and obtain tangi-ble assistance are offered to educators:

Groupe de travail Passe-Partout(GTPP)

documentation

7. Ministerial Plan of Action for the Reform of the Education System, p. 7.

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annual symposium

PART FOUR

PROGRAM IMPLEMENTATION

4 PROGRAM IMPLEMENTATION

To assist school boards in launching the Passe-Partout program and toensure that it runs smoothly, this section of the guide defines a numberof elements that should be taken into consideration.

4.1 Recruitment

It is recommended that school boards hold kindergarten and Passe-Partout registration at the same time, and to send out a reminder in themonth of August. This method allows Passe-Partout educators to obtaina complete list of the potential clientele. The parents can then be informedof the program and invited to attend an initial meeting.

A range of methods may be used to encourage the participation of pa-rents:

invitations and information folders mailed to the families on the list

advertising in regional media

communiqués sent to early childhood education centres, daycare cen-tres, schools, nursery schools, and to CLSC's

postings in various sites that parents likely frequent, etc.

Four-year-old children should be regis-tered in the Passe-Partout program andkindergarten at the same time.

4.2 Schedule

The schedule must be consistent, regular and adaptable to promote tiesbetween families and educators at the meetings.

Ensuring proper scheduling of meetings requires that:

the meetings be scheduled from September through June

Passe-Partout be viewed as a school service and be integrated into theschool's activity schedule

the schedule be subject to parents' consent

An effective schedule must have specificfeatures.

annual schedule

the integration of Passe-Partout intothe school's activity schedule

parental acceptance of the schedule

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Factors that must be taken into considera-tion:

4.3 The First Meeting

The first meeting is important, because it sets the tone for subsequentmeetings. At this meeting, parents will have either a positive or negativeimpression of Passe-Partout. At the same time, they will realize that theyare required to make a firm commitment to participating. Therefore, thismeeting must be carefully prepared.

During the first meeting, documents, activities or other methods can beused to spark interest in the program and encourage parents to partici-pate. It is important to have parents speak as soon as possible so that theycan hear their own voices in the group and feel that they will have toactively participate in the meetings. They should also be provided withadditional information.

The first parents' meeting may include the following elements:

The first meeting sets the tone for sub-sequent meetings.

The goals of the first meeting are to:

spark the interest and foster the par-ticipation of parents

greeting parents and introduction of Passe-Partout educators

definition of the service, its goals, and how meetings work

presentation of material organization and the year's schedule

listing of the meeting themes

formation of groups

recording of needs expressed by parents, etc.

Proposed plan for the initial meeting:

welcome

information

organization

targeted themes

formation of groups

The first meeting must be held in September so thatthe school board can obtain the basic subsidy allo-cated for preschool education for 4-year-olds in theschool board budgetary rules.

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inform parents

4.4 Principles and Techniques of Group Facilitation

4.4.1 Theoretical Principles

In pursuing the program goals, the initiatives must be based on certaintheoretical principles.

Sociopedagogical strategies are recommended for families from disad-vantaged communities. They stress group processes, determined by thespecific needs that parents themselves express. This is based on ahumanist approach that allows educators to access the life experience ofparents and recognize the obstacles they encounter in exercising theirparenting skills. The relationship between group facilitators and parents iscollaborative, informed by respect and listening, and is conducive to com-plicity.

The activities carried out with children are based on a constructivist ordevelopmental model, in accordance with the MEQ's PreschoolEducation program.8

The play approach is always used with children. Through play, the childbecomes acquainted with the school environment and develops a likingfor school. Learning through play activity is the basis of preschool inter-vention. Every meeting revolves around the delight shared by educatorsand children.

4.4.2 Group Facilitation Techniques

Based on the key principles of developing and supporting parenting skills,educators use noninstructional methods. They advocate an andragogicalapproach in order to create a climate of trust. Lectures and presentationsare not used because they evoke passivity and feelings of incompetenceamong participants.

To attain the program's goals, the following methods should be adoptedthroughout the meetings:

The underlying principles of Passe-Partout are:

the humanist approach

the constructivist approach

the play approach

Educators advocate an andragogicalapproach in order to create a climate oftrust.

8.Québec Education Program, Chapter 4.

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Attitudes are linked to the program'sphilosophy.

establish and maintain a relationship of trust

demonstrate flexibility

adopt intensive intervention

avoid labels, stereotypes and negative biases

foster the active participation of parents

Consistent with the principles stated above, educators use different tech-niques to make the most of their know-how and enthusiasm.

Suggested techniques for parents include discussion among the entiregroup or within subgroups, problem-solving groups, role play, brain-storming, co-facilitation, group outings, etc.

Additional techniques for children include rhymes (and acting outrhymes), crafts, group and observation games, story-reading and story-telling, motor-skills, etc.

4.4.3 Motivational Tools

In the Passe-Partout program, as in any process of change or learning,motivation is to families what wind is to the windmill: the impetus thatpushes people to action. At every meeting, the educator will have todemonstrate imagination and creativity in order to interest participants inthe proposed activities. With parents, symbolic objects may be used, suchas photographs, quizzes, association games, drawings, etc. With children,a mailbox, a name board, a poster illustrating activities, and so forth, mayalso be used.

Various group facilitation techniquesmay be used with parents and with chil-dren.

Motivation is the driving force of theprogram. Tools to create and rekindlemotivation are suggested for parentsand children.

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CONCLUSION

What distinguishes the Passe-Partout program from other early child-hood initiatives is that it targets a specific niche: parents and the school.

Promoting the educational success of the greatest possible number ofstudents undoubtedly requires the establishment of solid collaborationamong the many people called on to participate in this undertaking. Theplan of action for the reform stresses collaboration between the schooland the family. The Minister has thus made provision for an assistanceplan for early childhood education, and the maintenance of the Passe-Partout program is part of this plan.

Nevertheless, recent MEQ decisions concerning the maintenance and thefunding of the program require a review of this family intervention pro-ject. For this reason, clear, but flexible organizational rules have beenestablished, ensuring an adequate framework for the program andenabling the administrative and professional staff concerned to adaptthese rules to the diversity of the communities.

The rules, which govern meetings, clarify the themes to be undertakenand recommend an overall assessment, are important. They will bringunity to the Passe-Partout program without imposing homogeneity. Theywill help school boards implement the program and maintain its effec-tiveness, as well as provide significant support to those responsible for it.

The review of the program required that the profile of Passe-Partout edu-cators be redefined. Their portrait has been defined, their tasks and qua-lifications have been clarified and the necessity for ongoing professionaldevelopment has been affirmed.

The recommendations contained in Part Four of this document can onlyserve to facilitate the implementation of the program, save time andenergy, and foster a positive beginning.

Lastly, Passe-Partout could serve as the bridge between home and schoolthat parents and children must cross together to better integrate into theschool community. This bridge should subsequently allow greater col-laboration between families and schools throughout the children's edu-cation. Should it effectively fulfill its role, the Support for Parenting Skills:Organizational Framework will lay the groundwork for bridging the dis-tance between families and the school community.

To promote the educational success ofthe greatest possible number of stu-dents, the MEQ is maintaining thePasse-Partout program.

Recent MEQ decisions require a frame-work for the program to ensure greatereffectiveness.

The organizational rules will bring unityto the program without imposing homo-geneity. They will also help schoolboards and those responsible for thePasse-Partout program.

The profile of educators is also rede-fined.

Recommendations on the implementa-tion of the service should save time andenergy.

Passe-Partout can be viewed as a bridgebetween home and school.

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BIBLIOGRAPHIE

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NOTES

NOTES

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